NRC Accelerated Education Theory of Change (introduction)
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Presented at the USAID Education Summit - November 2015
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NRC Accelerated Education Theory of Change (introduction)
- 1. PROGRAMMA Washington DC, 2-4 November 2015 2015 USAID GLOBAL EDUCATION SUMMIT «NRC’s theory of change for accelerated education programs» Andrea Naletto │ Education Adviser
- 2. About NRC │ Introduction Rights respected People protected“ “
- 4. NRC’s AEPs│ Background In emergencies & crisis: Children & youth miss out schooling Time goes by, greater risk of not returning to school An Answer? AE opportunities
- 5. AEP│ What are they?Who Over age, out of school children and youth (9-14+) Who missed out or interrupted their education due to conflict and crisis situations What&Goal Flexible, age-appropriate Equivalent certified competencies as in the formal system In an accelerated timeframe Transitioning to mainstream education at some intermediary point Or completing an entire primary cycle within the programme
- 6. Accelerated Education Programs NRC’s AEP│ Models “Faster, deeper, more proficient learning” Catch-up ALP DR Congo Burundi Ivory Coast Liberia Somalia South Sudan
- 7. PROMOTIONS OF RIGHTS, DURABLE SOLUTIONS Learning takes place on many levels simultaneously, it is not a linear process “ “
- 8. PROMOTIONS OF RIGHTS, DURABLE SOLUTIONS
- 9. PROMOTIONS OF RIGHTS, DURABLE SOLUTIONS Impact Teaching & Learning Outcomes Effectiveness Quality & Ownership 2 3 1 4 5
- 10. AEP ToC │ How emergent is it? 1. Field-focused, Field- owned & context- specific 2. Emphasis is on learning 3. Encourages working collectively & in partnerships
- 11. 2015 NRC AEP “Meta Evaluation”
- 12. Insanity: doing the same thing over and over again and expecting different results Conclusion Albert Einstein “ “
- 13. Thank you!
Editor's Notes
- 2015 USAID Global Education Summit Norwegian Refugee Council (NRC) «Theory of Change for Accelerated Education Programs» Prepared by: Andrea Naletto, NRC Education Adviser [andrea.naletto@nrc.no] Photos: Andrea Naletto, NRC archive, IDMC, Save the Children/Children of Peace Project, Google Images
- For NRC Accelerated Education is an umbrella term that encompasses a variety of models, roughly divided into: Catch-up programmes refer to short to (in some cases medium term) transitional education activities that focus on the resumption of formal education for children and youth who missed out or had their education interrupted. Catch-up programmes ensure that key learning components are acquired to support re-entry to the formal system. Accelerated Learning Models programmes refer to longer-term educational programmes that enable learners to complete a full course of basic education within the programme, often in an accelerated fashion. Regardless of their duration and scope, the underpinning principle of AEPs is “Accelerated learning”: The pedagogical approach based on principles and practices of teaching and learning that result in better, deeper learning and more rapid acquisition of education content It is not just faster learning, but deeper and more proficient learning This type of enhanced learning is challenging to get in Norway, the USA or in my home country of Italy, let alone in crisis-affected contexts with scare resources I cannot not emphasized enough importance of the right “preconditions” for this deeper learning to take place (e.g. psychosocial/trauma, nutrition/health, teaching, education material, classrooms size, parent’s engagement etc.).
- Useful resources: “NRC Accelerated Education Meta Evaluation” http://www.nrc.no/?did=9208170 USAID-commissioned study “Accelerating Learning for Children in Developing Countries: Joining Research and Practice”. Prepared by: Judith A. Charlick, Ph.D., Consultant Creative Associates International Washington, DC
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